Teachers and content area reading: Attitudes, beliefs and change

By L. Hall. 2005

245 citations recorded by the source corpus.

Subfields: Education, Literature and Literary Theory, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/4d5e332961055855dfe4251b2925b68a39540d93

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In Education

In Literature and Literary Theory

In Sociology and Political Science

Citations in the corpus

Literacy and Text Reading in Middle and High School Social Studies and English Language Arts Classrooms (2016, background): “The lack of literacy instruction in these previous studies may have been related to a resistance by teachers to integrating literacy instruction into the content and=or a perception by the teachers that they did not possess the necessary expertise to provide literacy instruction (Hall, 2005; Ness, 2”
Reading Intervention in Middle and High Schools: Implementation Fidelity, Teacher Efficacy, and Student Achievement (2013, background): “In addition, implementation of literacy interventions may be even more difficult for middle and high school teachers, who typically have little preparation for teaching literacy (Greenleaf et al., 2001; Hall, 2005).”
Making a case for the teaching of reading across the curriculum in higher education (2012, background): “This is important to prevent the belief that reading is a decontextualized process that contains a set of skills/ strategies that can be generically applied across content areas (Hall, 2005).”
Middle- and High-School Content Area Teachers' Perceptions about Literacy Teaching and Learning (2008, background): “In a review of content teachers' beliefs Hall (2005 ) found that, whereas preservice teachers tended to hold more traditional, resistant notions about content area literacy, inservice teachers were much more likely to value teaching reading in the content areas.”
Teacher Efficacy and Content Literacy Implementation: An Exploration of the Effects of Extended Professional Development with Coaching (2008, background): “Others take an even more pragmatic stance, encouraging teacher educators to move beyond a focus on changing teacher attitudes to showing teachers how to implement new teaching techniques that infuse literacy into the content area curriculum (Hall, 2005).”